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ERIC Number: ED426287
Record Type: Non-Journal
Publication Date: 1999-Feb
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Influence of Selected Variables on the Use of Different Assessment Methods as Perceived by Secondary Vocational Education Teachers.
Gordon, Howard R. D.
A study examined how West Virginia secondary vocational education (VE) teachers use student assessment information in making instructional decisions. A 5-part questionnaire designed to determine how 6 types of student assessment methods were being used in addressing 10 instructional decisions was administered to a randomly selected cluster sample of 240 of all 647 West Virginia teachers who taught full time in 1997-1998. Of those surveyed, 144 (60%) returned usable questionnaires. Multiple regression analysis was used to determine the variance in the use of assessment information as explained by selected independent variables. The respondents, who averaged 15.02 years of teaching experience and 9.66 years of related work experience, considered information generated from performance assessment the most useful type of assessment information. The remaining five sources of assessment information was ranked as follows (from most to least important): informal observation, objective test items, standardized test scores, essay items, and portfolios. Results suggest that secondary VE teachers need the following in order to make changes that are conceptually meaningful: appropriate materials to try and adapt; time to reflect and develop new instructional approaches, and ongoing support from experts to learn the conceptual bases behind intended reforms. (Contains 18 references.) (MN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: West Virginia